2.6 the correlation between the oral and written tests test formatscorrelation (r) oral pre-test vs....
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2.6 The Correlation between the Oral and Written Tests
Test Formats Correlation (r)
Oral Pre-test vs. Written Test
.862**
Oral Post-test vs. Written Test
.974**
Summary of the Correlation Coefficients between the Oral Tests and the Written Test
(r=.862**, p<.01) (r=.974**, p<.01)
**Correlation is significant at the o.o1 level (2-tailed)
Table 10
Students’ “decoding” (speaking) abilities were closely related to their “encoding” (spelling) abilities
3. THE STATISTICAL RESULTS OF THE INTERMEDIATE PROFICIENCY GROUP
1. Gender
2. Learning
Period 3. Country(teache
r)IPG
4. Oral5. Oral &Written
4
3.1 The Effects of Genders on the Oral and Written
Tests
Written Test
No
No
NoOral Post-test
Oral Pre-test
Genders had no significant effect on subjects’ performance ( p > .05)
3.2 The Effects of Learning Periods on the Oral and
Written TestsComparison of the Scores of the Oral Pre-
test among Students with Different English-learning periods
No
Table 14
Comparison of the Scores of the Oral Post-test among Students with Different
English-learning periods
No
3.2 The Effects of Learning Periods on the Oral and
Written Tests
Table 15
3.2 The Effects of Learning Periods on the Oral and
Written TestsComparison of the Scores of the Written-
test among Students with Different English-learning periods
No
Table 16
3.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the Oral Pre-test among Students’ Phonics Teachers from
Different Countries
No
Table 17
3.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the Oral Post-test among Students’ Phonics Teachers from
Different Countries
No
Table 18
3.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the written among Students’ Phonics Teachers from Different
Countries
No
Table 19
3.4 A Comparison of the Oral Pre- and Post-tests Scores
Comparison of the Accuracy Frequency of the Stressed Vowels of the Multi-syllabic Items in the Oral
Pre- and Post-tests
No
Note. The highest frequency=29.
Table 20
3.5 Relationship Between the Oral and Written Tests
Summary of the Correlation Coefficients between the Oral Tests and the Written
Test
No
*. p<.05
*. p<.05
Table 21
1) The factors in the subjects’ background
information had no significant effect on their oral and written test scores in the IPG.
2) The students in the IPG had no clear concept of stress.
3) A significant correlation was only found between the oral post-test and the written test in the IPG.
3. THE STATISTICAL RESULTS OF THE INTERMEDIATE PROFICIENCY GROUP
1. Gender
2. Learning
Period 3. Country(teache
r)HPG
4. Oral
5. Oral &Written
4
4. THE STATISTICAL RESULTS OF THE HIGHER PROFICIENCY GROUP
4.1 The Effects of Genders on the Oral and Written
Tests
Written Test
Oral Post-test
Oral Pre-test
No
No
No
4.2 The Effects of Learning Periods on the Oral and
Written TestsComparison of the Scores of the Oral Pre-
test among Students with Different English-learning periods
No
Table 25
Comparison of the Scores of the Oral Post-test among Students with Different
English-learning periods
4.2 The Effects of Learning Periods on the Oral and
Written Tests
No
Table 26
4.2 The Effects of Learning Periods on the Oral and
Written TestsComparison of the Scores of the Written-
test among Students with Different English-learning periods
No
Table 27
4.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the Oral Pre-test among Students’ Phonics Teachers from
Different Countries
No
Table 28
4.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the Oral Post-test among Students’ Phonics Teachers from
Different Countries
No
Table 29
4.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the written among Students’ Phonics Teachers from Different
Countries
No
Table 30
4.4 A Comparison of the Oral Pre- and Post-tests Scores
Comparison of the Accuracy Frequency of the Stressed Vowels of the Multi-syllabic Items in the Oral
Pre- and Post-tests
Note. The highest frequency=15.
Table 31
4.5 Relationship Between the Oral and Written Tests
Summary of the Correlation Coefficients between the Oral Tests and the Written
Test
*. p<.05
Table 32
1) The factors in the subjects’ background
information had no significant effect on their oral and written test scores in the HPG.
2) The students in the HPG had some concept of stress and syllable division.
3) Subjects’ decoding abilities are associated with their encoding abilities.
4) Learners could decode or encode unfamiliar words through prediction depended on their linguistic competence and their understanding of the letter-sound correspondence.
4. THE STATISTICAL RESULTS OF THE HIGHER PROFICIENCY GROUP
1. Gender
2. Learning
Period 3. Country(teache
r)LPG
4. Oral5. Oral &Written
4
5. THE STATISTICAL RESULTS OF THE LOWER PROFICIENCY GROUP
5.1 The Effects of Genders on the Oral and Written
Tests
Written Test
Oral Post-test
Oral Post-test
No
No
No
5.2 The Effects of Learning Periods on the Oral and
Written TestsComparison of the Scores of the Oral Pre-
test among Students with Different English-learning periods
No
Table 36
Comparison of the Scores of the Oral Post-test among Students with Different
English-learning periods
5.2 The Effects of Learning Periods on the Oral and
Written Tests
No
Table 37
5.2 The Effects of Learning Periods on the Oral and
Written TestsComparison of the Scores of the Written-
test among Students with Different English-learning periods
No
Table 38
5.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the Oral Pre-test among Students’ Phonics Teachers from
Different Countries
No
Table 39
5.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the Oral Post-test among Students’ Phonics Teachers from
Different Countries
No
Table 40
5.3 The Effects of Phonics Teachers’
Nationality on the Oral and Written Tests
Comparison of the Scores of the written among Students’ Phonics Teachers from Different
Countries
No
Table 41
5.4 A Comparison of the Oral Pre- and Post-tests Scores
Comparison of the Accuracy Frequency of the Stressed Vowels of the Multi-syllabic Items in the Oral
Pre- and Post-tests
Note. The highest frequency=16.
No
Table 42
5.5 Relationship Between the Oral and Written Tests
Summary of the Correlation Coefficients between the Oral Tests and the Written
Test
*. p<.05
No
No
Table 43